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Creation Is A Scientific Fact

The NAS repeats the evolutionists' classic claim and suggests that creationism is not a scientific explanation (Science and Creationism, p. ix). The fact is, however, that creationism is very definitely supported by scientific findings, especially at the present time.

In order to see whether a theory is scientific, its claims must be tested by observation and experiment, and the results must be shown to be compatible with those claims. The explanation that living things are created with an intelligent design can be tested in precisely this scientific manner. What emerges from these tests is the fact that living things and the whole universe were created.

We should also make clear that any unprejudiced person who is capable of thinking freely, and who is not fanatically devoted to a particular ideology, can easily see that the entire universe and all living things were created with a flawless design. They are clearly the work of a Creator Who possesses infinite power and intelligence. To see this, it is sufficient for anyone to consider his own body, or a single flower in his home, or the air he breathes. However, we feel the need here to set out some of the proofs that living things were created in accordance with an intelligent design, in the hope that it will assist those people who are fanatically devoted to the theory of evolution to think and use their powers of reason.

1. Living things did not evolve from one another in stages and through random processes, but were created at a single moment, together with their particular body plans.

The most certain way of testing the truth set out here is by means of the fossil record, which definitively confirms the creation account. The life forms in the layers of the Earth emerge fully formed, suddenly, and with all their individual features. The Cambrian explosion, which took place some 550 million years ago, is one of the clearest proofs that living things are created. The 100 or so phyla in these strata emerge all of a sudden, with no evolutionary ancestors below them in the fossil record. The sudden appearance of life forms belonging to 100 different phyla, on an Earth in which there had only been single-celled and a few simple multi-celled creatures, and the fact that they possessed very different and exceedingly complex organs and systems, is of course evidence of an intelligent design, and thus of creation. The reason why the NAS authors neglect to refer to the Cambrian explosion even once throughout their book is their desire to conceal these facts.

2. The complex structures and systems in living things cannot have come about by random natural mechanisms.

Another proof that living things are created is the complex structures and systems that can only be explained by intelligent design. Many organs and structures—such as the cell, the bacterial flagellum, the blood clotting system, proteins, the brain, and the eye—all possess an extraordinary design and irreducible complexity. To claim that these systems came into being from unconscious, inanimate matter and as the result of chance natural events is even less logical than claiming that the video or television in your home came into being from a pile of scrap caused by an earthquake. If there is a complex, meaningful design somewhere, which cannot be accounted for by unconscious effects, then that means there is an intelligent power which brought that design into being. This much is self-evident.

wood_car

One of the irrational objections which evolutionists put forward in order to deny this obvious truth is the question of how design is to be identified. The answer to this is very clear. First and foremost, common sense shows us the way here. For instance, imagine you were shipwrecked on an unspoiled, forested island, and believed yourself to be the first person who had ever set foot there. Then, if you came across an automobile upon the shore, you would not conclude that the car had come into being all by itself, as the result of chance. Despite the fact that you had not seen anyone else on the island, you would surely conclude that that car had been designed and manufactured by other human beings, and placed on the island by them. That is to say, the evidence (the car) would lead you to understand that you were not the first rational being to visit the island.

Regarding the question of how design can be identified in biological structures, the scientific criteria put forward by the mathematician William Dembski may serve as a guide. In his book The Design Inference: Eliminating Chance Through Small Probabilities, Dembski mathematically shows at which stage it is impossible for a structure to be explained by chance and when the existence of an intelligent design is beyond dispute. Evolutionists are hopeless in the face of these criteria of Dembski's.

dinner table

The way out of this dilemma sought by evolutionists is the same one we have examined elsewhere: they claim that structures referred to as complex could actually evolve by means of natural selection. Yet, this is a very easy claim to test. For example, it can be observed in a laboratory whether, over thousands of generations, a bacterium lacking flagella comes to develop these irreducibly complex structures when exposed to mutations. If, as the result of this experiment, flagella appear, the claim that chance and natural selection can lead to irreducibly complex structures will be meaningful. Even the appearance of a single new protein in that bacterium would be chalked up as a success for evolutionists. Yet, no experiment has ever produced such a result. In fact, to conduct such an experiment would be as futile as observing a pile of scrap for a million years to see whether a jet airplane will emerge.

In fact, we are witnessing the collapse of this strange logic, which is unable to see the most obvious facts due to a fanatical devotion to materialist philosophy. If a person sees a note reading "I SHALL BE HOME AT 10" on the table when he enters a room, he will not imagine that the note was written by chance—say, by the wind blowing through the window and knocking over a bottle of ink. He will be sure that it was written by his wife or children. There is no need for an investigation using scientific methods here. The things that can come into being of their own accord and the things that cannot—that is, the things that are and are not the work of intelligent design—are in fact quite obvious. For instance, if you are walking in a forest and notice that a tree has fallen over, you will think that it fell over by itself or else was pushed over by the wind or some other force. However, if only the trees to the right of the footpath have been knocked over, you will realize that there has been intelligent design here, and that intelligent beings have come here and felled the trees one by one, according to a plan.

Therefore, let us consider living things and creation. If we learn that, at a time when there was not even one living thing on the Earth—when the Earth consisted only of inanimate soil, rocks, minerals, and sand—if under these conditions a cell no less complex than a city suddenly sprang into existence, this will prove that it was created by a force possessed of consciousness and intelligence. The same mind which knows that a camera cannot come into being by chance can also see that the eye—which was the model for the camera and which possesses a far more flawless design—cannot have come into being by chance, either. A mind which knows that a dialysis machine cannot be the work of chance—that such a machine is designed, produced, assembled, and used by doctors, engineers, and technicians—can also understand that the kidneys—which were used as the model for the dialysis machine, but which are much more efficient and adaptable than it is, and which have a far greater capacity than the machine despite their much smaller size—cannot be the work of chance, either. A mind which knows that thousands of intelligent, educated, experienced, and talented engineers, technicians, programmers, and designers joined forces to produce a computer can also see that the human brain—with a complexity and abilities thousands of times greater than a computer's—could not be the work of chance, either.

camera

Amind that can understand that a camera or a dialysis machine could not come about by chance must also be able to understand that the eye and the kidney—which are so much more complex—could not come about by chance, either.

Those who are blind to these evident truths have slavishly devoted themselves to materialism and Darwinism, as if to a pagan religion. In order not to lose their materialist worldviews, evolutionists reject out of hand the ideas of all those who seek to offer a non-material explanation of the world, life, and the laws of nature, without even listening to what they have to say. It is clear that the NAS authors and other evolutionists who criticize the truth of creation have never thought about creation or examined their own claims. Their only aim is to hold onto their ideology, which the words they speak and write out of their anxiety to do so make abundantly clear.

Returning to the above example, we can draw an analogy to illustrate the peculiar position in which evolutionists finds themselves. As you may recall, we earlier described how if you believed you were the first human being to set foot on a deserted island, you would naturally understand that other people had been there before you as soon as you came across an automobile. But what if you were a person who was extraordinarily and doggedly convinced that he was indeed the first person on that island? In that case, you would have to account

for the presence of the car, although none of the explanations you came up with would be anything more than nonsense. You might persist in your illogicality, even to the extent of claiming that the car had been carried to the island from the nearest piece of dry land by a storm, or else that over millions of years storms had brought together sticks and twigs, animal skins and bones, out of which the car had emerged. You might spend your entire life in coming up with theories in an attempt to prove that you were the first person on the island, and that the car had not been brought there by someone else. However, close attention would reveal that your true aim was not to discover the truth, but rather to defend the "fixation" under which you were laboring. In other words, you would be ignoring what the evidence plainly showed you, in order to be able to continue believing as you chose.

Evolutionists are no less nonsensically and illogically stubborn and bigoted. Their aim is not to discover the true origin of life, but to keep the only ideology in their lives—materialism—alive. That is why they fail to see the most obvious truths, or, if they do see them, why they hide and distort them. The NAS booklet is the clearest example of this.

Why Evıdence Agaınst Darwınısm Should Be in the Textbooks

In their booklet, the NAS authors claim that creationism should not be taught in schools because it is not scientific, but rather linked to religious belief. As has been made clear in the preceding pages, however, creationism is a fact backed up by the scientific evidence, and can of course be included in science curricula. For instance, the intelligent design in the cell, proteins, the brain, and the communication systems between cells can be taught in biology lessons.

In schools in the US and many other countries, the theory of evolution is put forward as the only explanation of the origin of life and as a scientific fact. However, this is now known not to be the case. As we have seen in this book, there is not one scientific proof of the theory of evolution. Therefore, if students are to be taught theories that explain the origin of life, then the fact of creation should be included among them. In addition, it must be made clear that the theory of evolution cannot account for life on Earth, and students should be taught about the scientific evidence against the theory. Otherwise, students will be condemned to hearing about a theory that is imposed by a one-sided and ideological system.

children

It is the popular reaction against this dogmatic Darwinist order that lies at the heart of the debate on the place of evolution in the science curriculum in America.

Until recently, criticizing Darwinism meant risking a severe backlash. Teachers who criticized Darwinism were removed from their posts, scientists' papers were not published in scientific journals, and a fierce negative propaganda campaign was waged against such people in the media. Yet, as the scientific evidence against Darwinism began to increase in quantity at a great speed, criticisms of Darwinism started to attract more support and have more influence. One outcome of this was the effect on the education system. Many scientists, politicians, teachers, and parents who realized that the theory of evolution was not a scientific fact initiated an intensive campaign against the one-sided teaching of the theory of evolution. As a result of this campaign, the decision was taken to allow the evidence contrary to Darwinism in schools in the states of Georgia and Ohio. The first decision came from Georgia, one of the states in the southeast of the USA. ABC News reported the story in these terms on its website:

The board of Georgia's second-largest school district voted Thursday night to give teachers permission to introduce students to varying views about the origin of life, including creationism. The proposal, approved unanimously by the Cobb County school board, says the district believes "discussion of disputed views of academic subjects is a necessary element of providing a balanced education, including the study of the origin of species..."

Supporters, including high school junior Michael Gray, said the board's choice encouraged academic freedom. "I had to do a term paper about evolution and there were just things that I could disprove or have alternate reasons for," said Gray, who attends Pope High School. "I want my brother and sister to be given the option and not told it's the absolute truth."1

Darwinist circles rushed to battle stations in the face of this decision. The interesting thing here is that instead of waging an intellectual struggle, evolutionists resorted to legal means instead. According to ABC News, Barry Lynn, a board member of Americans United for Separation of Church and State, said that they would take Cobb County school board to court. Thus, Lynn employed the same method as that used by the Inquisition in the Middle Ages: he attempted to suppress a scientific opinion by judicial means.

The Inquisition failed to maintain its dogmas—such as the Ptolemaic model of the universe—and scientific discoveries won the day. In the same way, Darwinist circles will fail to keep the dogma known as evolution alive.

children_experiment

Following the state of Georgia, the Ohio State Education Board required that students learn about the evidence against the theory of evolution. An article by John G. West, of the Discovery Institute founded in Seattle, a body which supports work critical of Darwinism, described the collapse of Darwinism and the fanaticism and primitive tactics of its proponents:

After months of debate, the Ohio State Board of Education unanimously adopted science standards on Dec. 10 that require Ohio students to know "how scientists continue to investigate and critically analyze aspects of evolutionary theory."

Ohio thus becomes the first state to mandate that students learn not only scientific evidence that supports Darwin's theory, but also scientific evidence critical of it… Ohio students will need to know about scientific criticisms of Darwin's theory in order to pass graduation tests required for a high-school diploma.

Ohio is not the only place where public officials are broadening the curriculum to include scientific criticisms of evolution. In September, the Cobb County School District in Georgia, one of the largest suburban school districts in the nation, adopted a policy encouraging teachers to discuss "disputed views" about evolution as part of a "balanced education." And last year, Congress in the conference report to the landmark No Child Left Behind Act urged schools to inform students of "the full range of scientific views" when covering controversial scientific topics "such as biological evolution."

After years of being marginalized, critics of Darwin's theory seem to be gaining ground. What is going on? And why now?

Two developments have been paramount.

First, there has been growing public recognition of the shoddy way evolution is actually taught in many schools. Thanks to the book Icons of Evolution by biologist Jonathan Wells, more people know about how biology textbooks perpetuate discredited "icons" of evolution that many biologists no longer accept as good science. Embryo drawings purporting to prove Darwin's theory of common ancestry continue to appear in many textbooks despite the embarrassing fact that they have been exposed as fakes originally concocted by 19th-century German Darwinist Ernst Haeckel. Textbooks, likewise, continue to showcase microevolution in peppered moths as evidence for Darwin's mechanism of natural selection, even though the underlying research is now questioned by many biologists.

When not offering students bogus science, the textbooks ignore genuine and often heated scientific disagreements over evolutionary theory. Few students ever learn, for example, about the vigorous debates surrounding the Cambrian explosion, a huge burst in the complexity of living things more than 500 million years ago that seems to outstrip the known capacity of natural selection to produce biological change.

Teachers who do inform students about some of Darwinism's unresolved problems often face persecution by what can only be termed the Darwinian thought police. In Washington state, a well-respected biology teacher who wanted to tell students about scientific debates over things like Haeckel's embryos and the peppered moth was ultimately driven from his school district by local Darwinists…

A second development fueling recent gains by Darwin's critics has been the demise of an old stereotype.

… The new critics of evolution hold doctorates in biology, biochemistry, mathematics, and related disciplines from secular universities, and many of them teach or do research at American universities. They are scientists like Lehigh University biochemist Michael Behe, University of Idaho microbiologist Scott Minnich, and Baylor University philosopher and mathematician William Dembski.

The ranks of these academic critics of Darwin are growing. During the past year, more than 150 scientists—including faculty and researchers at such institutions as Yale, Princeton, MIT, and the Smithsonian Institution—signed a statement expressing skepticism of neo-Darwinism's central claim that "random mutation and natural selection account for the complexity of life."

Deprived of the stock response that all critics of Darwin must be stupid fundamentalists, some of Darwin's public defenders have taken a page from the playbook of power politics: If you can't dismiss your opponents, demonize them.2

It appears that this rapid collapse of Darwinism in the United States will continue in the years to come. Only a few decades from now, perhaps, people will look back and wonder how such an empty claim came to dominate the world of science in the twentieth century. Mankind will then accept the truth which the Darwinists tried so hard to conceal: that life and the entire universe are not the work of blind natural forces, but of God, the Lord of infinite might and wisdom.

dolphin

 

NOTES

1. "Ga. School district will allow other views of origin of life to be taught," The Associated Press, September 27, 2002; www.hollandsentinel.com/stories/ 092702/new_092702013.shtml

2. John G. West Jr., "Darwin in the Classroom: Ohio allows alternatives", National Review, December 17, 2002; http://www.nationalreview.com/comment/comment-west121702.asp

 

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